More words are being traded in The Washington Post over last month's article on Wake County's school diversity fight.
In a letter to the editor in Saturday's Post, Calla Wright of the Coalition of Concerned Citizens for African American Children challenges a recent letter submitted by Kathleen Brennan of Wake CARES.
Wright accuses Brennan of "scapegoating" by blaming the diversity policy and not growth for reassigning 60,000 students over the past 10 years.
Wright also argues that "the diversity policy was never meant to be a panacea for the achievement gap between white students and students of color."
"It was meant to lay a foundation of academic success for all students and to avoid the creation of high-poverty, racially identifiable schools," Wright writes. "The work of closing the achievement gap can take place only if everyone in the community turns his or her attention to addressing institutionalized racism and seeking equity for all students."
Lastly, Wright goes personally after Brennan and others who criticized the old diversity policy.
"For Ms. Brennan to characterize the diversity policy as a failure provides a convenient straw man for her attack," Wright writes. "She and those she represents have used the academic struggles of poor children as the excuse to execute a reprehensible agenda: the purging of poor children from suburban schools."
Comments
AMAZED
Tue, 02/08/2011 - 09:14 — ClearThinkerI am truly amazed by the arrogance and ignorance proudly displayed on this blog by those who support the community-based neighborhood schools policy of the Wake School Board. Calla Wright and her husband, Gerald, have been working tirelessly in our total community for many, many years, AT THEIR OWN EXPENSE, fighting for educational equality for ALL children. To openly deride their efforts is not only delusional, but IGNORANT! And given the cryptic and biased tone of some of the responses here, even RACIST!
You wonder why the NCNAACP and its devoted coalition fight so hard against this board and these attitudes. And we will continue to do so. People like Calla just don't march, they stand up and fight for children.
So now that you have your second-hand general in place, board supporters, KNOW THIS - YOU REALLY HAVEN'T SEEN THE FIGHT THAT'S COMING YET TO SAVE OUR SCHOOLS. But when you do, you'll know that we have no intention of allowing you to kill the future of promising minds and hearts.
And as for Calla, bless you, ignore these morons, and keep fighting for ALL children!
Stay strong, girl!
So with all her
Wed, 02/09/2011 - 22:44 — CaryCurmudgeonSo with all her contributions (whatever they were) to improving education for black students, how come Bev hasn't given her a golden pine cone award yet? Barbour got one just for staging six months of race-based protests.
I will ask again. What
Tue, 02/08/2011 - 11:37 — woodstockI will ask yet again. What specifically has Calla Wright done to improve the academic achievement of low income students? Please provide details and outcomes. I will keep asking until someone can provide an answer.
All I know about Wright is that she is a race-hustler, and she likes to point fingers, attend innumerable prayer vigils and marches and writes letters that bear little resemblance to the truth. If she actually has provided a service that helps students achieve I'd like to know about it. Maybe it will change my opinion of her.
GEE2...
Tue, 02/08/2011 - 18:05 — ClearThinkerI thought I posted Calla's website address so you can research that answer for yourself. Because I'm in the community, and have seen Calla and Gerald's work, and their outstanding character, I don't need to get into a cherry-picking contest with the likes of you.
If you're truly interested, look it up yourself. When you attack a person's character who has long been doing the work and making a difference, you don't warrant the respect of getting a direct answer.
Good hunting! http://cccaac.com/
Very kind of you to post the
Tue, 02/08/2011 - 20:26 — CaryCurmudgeonVery kind of you to post the web site, I'm a bit surprised Ms. Wright hasn't password-protected it. She methodically went through her Yahoo group, purging any person who didn't agree with her, regardless of their good intentions to help kids. I attended one of her workshops. David Holzdcom made a presentation which completely warped wcpss data to create a false impression that the achievement gap was closing. Ms. Wright thanked him for being kind enough to visit and did not challenge him on any of his data. Several of us did challenge him after the meeting and he had no good answers, ultimately leaving abruptly.
I won't question Ms. Wright's intention or character, but I think Woodstock asks a fair question: Exactly what has CCAACC done to help to help black students (and I don't consider all of their campaigning for the Democratic party as in any way contributing to academic achievement).
So you cannot sum up an
Tue, 02/08/2011 - 18:37 — woodstockSo you cannot sum up an entire 8 years of effort?! You don't even have a few highlights to share? Are you sure you know her?
I've been on the CCCAAC site. I don't see anything there that suggests what Calla Wright is doing anything that has lead to positive gains. She may be busy -- in fact, I know she is -- but there is no evidence that what she is doing is effective in helping low income kids succeed academically. The county statistics certainly don't bear that out.
If she really wants to help she needs to start listenting more, marching less and open her mind to new ideas. She is all about race, and that is not the issue... race is the distraction that prevents discussions about potential solutions from occuring.
YES...
Wed, 02/09/2011 - 01:10 — ClearThinkerYes, Maaaasteeeerrrr!
THANKS
Tue, 02/08/2011 - 12:54 — ClearThinkerThanks for proving my point about your ignorance. You obviously don't know calla Wright or her husband. Calla is not a, as you so ignorantly put it, "a race-hustler." She believes that if all children are treated fairly, then ALL children will have a fair opportunity to learn. Her organization (http://cccaac.com/) sponsors monthly sessions for parents throughout the community about the issues confronting them. he didn't just start this. She's been doing it since 2003. You ask what difference has it made? Why not come to the community ask the parents who have been helped.
What you and you conservative ilk NEVER address, but will will in the very near future because it's going to happen again, is how WCPSS took its eye off of academic achievement six years ago to deal with tremendous growth. Prior to 2005, 81 % of black and Hispanic students, grades 3-8, were at or above grade-level in academic proficiency (overall, WCPSS students were at 91.5%).
Forbes Magazine rated Wake County in the top three school systems in the nation. The New York Times followed up with a probing 2005 front-page article. Families from across the nation did their research, and based on that, moved here for the school system.
All of the above are solid, undeniable facts.
Conservatives counter that the achievement results were based on less-than-challenging state end-of-grade tests, therefore they mean nothing. Problem - MOST OF NORTH CAROLINA'S 115 SCHOOL DISTRICTS ALL HAD TO TAKE THE SAME TESTS, and Wake always came in Number One. And even when the tests were re-normed, Wake still came in first in the state (though black and Hispanic stats began to drop because of the harder tests).
So this business of black students NEVER doing well in WCPSS is a flat out lie. Saying that diversity is not a factor in better learning is an absolute lie, because Wake has already proven that it is.
And people like Calla Wright have been at the forefront, helping parents and students who have come to her programs. She should not be vilified for her efforts. She's committed no crime. She is no radical. Calla is a good Christian. If you knew her, and took the time to speak with her, you would see how wrong, and yes, IGNORANT and PREJUDICED you really are!
So...
Wed, 02/09/2011 - 12:29 — Bob_SconceMOST OF NORTH CAROLINA'S 115 SCHOOL DISTRICTS ALL HAD TO TAKE THE SAME TESTS, and Wake always came in Number One. And even when the tests were re-normed, Wake still came in first in the state (though black and Hispanic stats began to drop because of the harder tests).
So, the second part of that isn't true. For example, EOG passage rates in WCPSS elementary schools for '09-'10 were 71.9% (overall), 48.4% (black), 47.2% (ED). In the same time period, Chapel Hill schools were 84.6%, 54.6% and 54.2%, respectively. If you go back to '03-'04 (pre re-norming), WCPSS' numbers were 86.4%, 70.9% and 68.0%, while CH's were 91.2%, 72.5% and 70.6%.
As to your contention that "this business of black students NEVER doing well in WCPSS is a flat out lie," you are mixing up relative and absolute measurements. It's quite possible to be doing better than most other NC districts, but still be performing poorly. Saying "we're among the best in the state" is like saying "We're the best 3rd grade basketball team in the state" -- that may be true, but it doesn't mean that you're ready to go up against the NBA.
you are mixing up relative
Wed, 02/09/2011 - 12:58 — user12345you are mixing up relative and absolute measurements.
That is what I like about NCLB which breaks out students by segments. Before we were masking a growing demographic problem with Blacks and Hispanics by depending on White students to skew the scores.
Yup...
Wed, 02/09/2011 - 13:12 — Bob_SconceUnfortunaely, we still have the problem of being graded against the NC EOGs. It's really bizarre to me that each state has its own bureaucracy devising its own standards. You'd figure a few states would get together to save some money on that process. But, then you'd be able to compare across state lines, and that could end up making some states look bad.
Bob, it comes back that if
Wed, 02/09/2011 - 14:01 — user12345Bob, it comes back that if you own the test you can manipulate the results. Also, a single national test plays into a single curricula which is the fear of conservative worried about liberal ideas and liberal worried about conservation ideas. For example, conservatives have bought control of the Texas school book approval process and now control the content of most school text books in the US.
Personally, I think an independent rating service would do the trick. I saw one for comparing SC and NC school where you derate NC results by 80% to compare to SC result who have harder tests. Once the derating becomes public knowledge, there won't be a reason to tweak the test state by state and they will gravitate to a similar test.
Yup...
Wed, 02/09/2011 - 17:36 — Bob_SconceI don't want the federal government to set up a curriculum. But, I do think that states could get together and pool resources. Surely, we don't need 50 different state Departments of Education to figure out what a 5th grade math course should look like.
What I would like to see from the US Dept of Education
Thu, 02/10/2011 - 08:26 — Voice_of_Reason_I don't know why the US Dept of Education at the federal level doesn't make a test couple of years for each grade level to test math, reading, and science (in upper grades in subject areas) across the nation so we really can have comparison without the cost of paying outside testing agencies. This test should change each time so school districts cannot teach to the test. It would be a wake-up call to a lot of states and school districts.
Yes, I know Wright is
Tue, 02/08/2011 - 16:42 — woodstockYes, I know Wright is active. I've acknowledged that.
But once again, what has she done to improve student achievement for low-income parents in Wake County? You keep avoiding that question. If she has been offering programs since 2003, there must be some evidence that it has provided some gains. However, if what she is doing -- pointing fingers, writing nasty letters and participating in prayer vigils etc. -- does not lead to improvement, I must ask why she does not change her tactics and maybe listen to and consider some alternatives.
So this business of black students NEVER doing well in WCPSS is a flat out lie.
Who is lying? No one EVER said black students never do well, but you have admit they -- especially black males -- do far worse that the rest of the student population. And, that is a travesty, there is nothing worse than unrealized potential.
"Saying that diversity is not a factor in better learning is an absolute lie, because Wake has already proven that it is."
How so? How has Wake proven that? Please provide the data. Since busing for SE diversity began over a decade ago, achievement and grad rates for low-income and black male students has dropped. If we start looking at kids as individuals with individual needs instead of assigning abilities to them based on race or income, we might finally get somewhere.
\
BTW, this is not a conservative vs. liberal thing. It is what works and what doesn't thing. It is also about addressing the root of an issue, vs. political posturing and race-hustling.
Is This When....
Tue, 02/08/2011 - 13:24 — JanisTangoIF...
Tue, 02/08/2011 - 17:59 — ClearThinkerIf that was the STATE standard at the time...if that was the test that over 100 school districts in the state had to all take and abide by...then you need to ask that question of DPI, not me! The bottomline is Wake came out Number One against everyone else CONSISTENTLY, even when the test was re-normed. And because it did, Wake was deemed successful.
End of his-story!
Prior to 2005, 81 % of black
Tue, 02/08/2011 - 21:44 — jeffrey1Prior to 2005, 81 % of black and Hispanic students, grades 3-8, were at or above grade-level in academic proficiency (overall, WCPSS students were at 91.5%).
As someone has already stated, prior to 2005, the EOG tests in NC were among the easiest in the nation to pass. For example the 8th grade EOG math test, required a student to answer 28 out of 80 questions (multiple choice - and only 4 choices instead of the normal 5). If a student knew the answers to just 10 questions, he could make a random guess on the remaining 70 questions and still be considered at grade level.
When you set the bar that low, it is impossible to accurately measure differences in achievement.
Furthermore, when you compare the advancement in achievement that minorities and ED kids made from 2000-2005 in Wake County, it was exactly the same as the advancement made by these groups in every other county in NC. Sure, Wake had a few more pass the bar, but the increase in achievement was exactly the same as every other county. And that's a fact. And here's another one. Now that the test is renormed, Wake does NOT come out as #1 in ED and minority achievement.
And that, as Paul Harvey used to say, is the rest of the story.
SO TO BE CLEAR....
Wed, 02/09/2011 - 01:23 — ClearThinkerSo to be clear, according to your twisted logic and pathetic rewrite of history, black students in other North Carolina were achieving at the same rate from 2000-2005, eh? Problem is, I know the numbers, and that's, at best, a blatant lie. And who better to ask than Wake Superior Court Judge Howard Manning Jr., who, in 2005, accused Charlotte-Mecklenburg schools of "academic genocide" when it came to the performance of its black students. CMS was so bad then, he threatened to close at least ten schools. The state ha to send in a special team from DPI to help correct things. It THAT what you mean when you laughingly write, "...when you compare the advancement in achievement that minorities and ED kids made from 2000-2005 in Wake County, it was exactly the same as the advancement made by these groups in every other county in NC?"
And no matter how "low" the bar was set during that period, again, Wake students took the same tests as everyone else in the stat, an d came out Number One every time.
Your must portray Wake as always being a failure in order to delude yourselves that you're doing thr "right" thing. None opened your traps to "care" about the progress of black students before.
Wonder why, Super Fraud?
Manning
Wed, 02/09/2011 - 16:12 — SDR256Judge Manning also accused one NC county of committing academic genocide and put them under state rule because their ED graduation rate was 64%. And guess what - ours was 54%. How do you reckon we came out #1 every time? I simply suggest that the complete picture here is more than just about black and white and old history. There are many shades of grey. But here is an indisputable fact: WCPSS has not been doing right by ED kids by any stretch of the imagination. If you can't see that then you have really been hoodwinked.
It THAT what you mean when
Wed, 02/09/2011 - 16:03 — jeffrey1It THAT what you mean when you laughingly write, "...when you compare the advancement in achievement that minorities and ED kids made from 2000-2005 in Wake County, it was exactly the same as the advancement made by these groups in every other county in NC?"
Here's the problem ClearThinker. If you want to do battle with the big boys, it takes a lot more than a quote from a judge. It takes NUMBERS.
Problem is, I know the numbers, and that's, at best, a blatant lie.
Uh, NO YOU DON"T. Let's look at those numbers as reported by the NYT back in 2005:
The NYT said in 2005:
In Wake County, only 40 percent of black students in grades three through eight scored at grade level on state tests a decade ago. Last spring, 80 percent did. Hispanic students have made similar strides. Overall, 91 percent of students in those grades scored at grade level in the spring, up from 79 percent 10 years ago.
But guess what - across the state of North Carolina, 77 percent of all black kids scored at grade level on those same tests! That’s right; the Times devoted this front-page story to a three-point difference in passing rates—a three-point difference in passing rates on tests almost everyone passes!
How well did Wake County black fifth-graders do on the 2005 reading test? According to the state’s official results, 88 percent of Wake’s black students tested “proficient” on the state test. But then, 83 of black fifth graders tested “proficient” on this same test statewide! In short, the large majority of fifth-graders tested “proficient” all over the state!
Have Wake’s black passing rates doubled in the past decade? Almost, but then, the same thing has happened all over the state! Did 80 percent of Wake’s black kids pass in 2005? Yes—but so did black kids all over the state!
As the NYT noted, 80 percent of Wake County black kids (grades 3-8) passed the state tests in 2005 in both reading and math. But uh-oh! Statewide, 76 percent of blacks kids passed the reading test; 78 percent passed in math.
More details, this time about those ten-year gains in reading. In 1994-95, 52 percent of Wake’s black kids passed the statewide reading tests (grades 3-8). By 2005, that had jumped to 80 percent. But uh-oh! The same thing has happened all over the state! In 1994-95, 47 percent of all black kids passed the reading test statewide. By 2005, that number had jumped to 76 percent.
But don't take my word for it. You can get all the numbers for yourself here:
http://report.ncsu.edu/ncpublicschools/AutoForward.do?forward=eog.pagedef
Enough Said.
Your must portray Wake as
Wed, 02/09/2011 - 08:12 — jenmanYour must portray Wake as always being a failure in order to delude yourselves that you're doing thr "right" thing. None opened your traps to "care" about the progress of black students before.
-------------------------------------------------------------------------------------------------
On this you would be wrong. You just weren't listening and neither were Burns and previous BOEs.
From 2008
Wed, 02/09/2011 - 10:12 — user12345Burns was listen, and proposing goals long before it was cool. Note, Ron and team have not stepped up to Del's challenge yet. It is just a campaign point for them.
In the board’s committee of the whole meeting yesterday, Superintendent Del Burns recommended that the WCPSS board, staff, and community commit to raising graduation rates to 90 percent by 2013 and to 95 per cent by 2015.
I was referring to this
Wed, 02/09/2011 - 20:35 — jenmanI was referring to this comment:
None opened your traps to "care" about the progress of black students before.
LOL You must be joking.
Wed, 02/09/2011 - 11:03 — woodstockLOL You must be joking. Proposing unrealistic goals is not "stepping up." Anybody can do that. Hell, grad rates declined under the reign of Burns... he was just so much hot air.
An idiot can set goals like this ... User1234
Wed, 02/09/2011 - 10:31 — Voice_of_Reason_The real genius is setting a reasonable goal and building a reasonable plan to make it happen. Dr. Burns did neither.
BTW- take a stab at the questions below.
VOR ... you keep asking the
Wed, 02/09/2011 - 14:11 — user12345VOR ... you keep asking the wrong question ... the question is not equity ... I want MAXIMUM OUTCOME .... just giving every kid the same amount of money won't maximize outcome which is why we are failing... ditto same number of hours, teachers, etc. ... what will maximize outcome is inequality ... spending more in ES on ED ... more time in school, better teachers, free lunch, VotTech, KIPP, etc. ... you can put AG kids in front of a TV like at home and they will do well. The goal should be to maximize outcome as a society not distribute equal resources which sound socialist.
The equality term is what Clear Thinker said user.
Wed, 02/09/2011 - 14:38 — Voice_of_Reason_I agree maximun outcome is best for all, but it should be for both ends of the equation. You have publically said on this board that we only need to teach basics. Your posts, like many others seem to be all over the map in what you realistically expect. The money is limited, so we need to utilize it most effectively. As far as your comment about AG kids, it is totally untrue. You obviously don't care about these children. These are the children that will be leading this country into the future. I can agree to VoTech, I perfer not to comment on KIPP because I don't know enough about it.
VOR ... let's put this is
Wed, 02/09/2011 - 19:46 — user12345VOR ... let's put this is military terms ... you have a square fort ... three of the sides are well funded and in good shape ... one side is in disrepair and falling down ... where do you invest your time and money for maximum protection? In the three vocal, well funded, sides or the one poor, falling down side? I don't know how to make it any more simple for you. I think AG kids could learn with far fewer resources and make do. I am guessing smart kids could be educated via distance learning and computer programs much cheaper and faster than what we do today. So, the right answer is to build up the side that is falling down if you want to remain safe and secure.
User 1234 - The fort
Wed, 02/09/2011 - 20:28 — Voice_of_Reason_Wish it were that simple, anyway the fort is an antiquated military concept. A community is not a fort. If I have a finite amount of money, I would spend it where I got the best bang for the buck. And make sure I had enough supplies to move forward. I would not spend money on things that would drag me down. But that's the military, not school children. In the military you also sort out the smart from the not so smart and train them in jobs that they can do. You don't waist your time and money training a low-IQ individual a complex job. Even afterwards, if that individual does not improve after a few chances with some remedial help, that individual is either thrown out or sent to train in something requiring less smarts. Low IQ individuals never get a chance to compete for jobs that can't do, the military never intentionally sets someone up to fail. It makes no sense, economically or for the mission.
PLEASE NOBODY READ INTO THIS THAT I AM TALKING ABOUT LOW INCOME KIDS, I'M NOT.
A couple of points ... 1)
Wed, 02/09/2011 - 21:47 — user12345A couple of points ...
1) The fort analogy is perfect ...we are under attack by many countries who want our business, talent and jobs ... as long as 25% of our stockade is defective we can not compete ... you could use lineman on a football field to illustrate how the whole fails when there are weaknesses in the team.
2) There are few low IQ folks. I heard that most of the special ed designated kids in WCPSS (20-30%?? of total) were created not born that way. Because of lack of nutrition, stimulation, and attention in their early years, those kids never developed the capacity, neurones, experience, etc. to reach their potential IQ. It does not need to be that way. We have the power but not the will to change these things.
User get real
Wed, 02/09/2011 - 22:49 — Voice_of_Reason_1.) There are lines of talent wanting to get into this country if we revise our immigration policies to let more educated people in. Most of the jobs that go overseas go there because of cheap labor, friendlier laws, or better tax rates.
2) We have all kinds of programs to address child heath and nutrition, I don't know how to address this better within our laws. I guess you can throw the parents in jail for child neglect and/or take the children and put them in foster care; if we do that the NAACP would be screaming racism. I don't believe that approach is polically acceptable.
Clear Thinker or Anyone Else- Questions to answer/ponder
Tue, 02/08/2011 - 11:17 — Voice_of_Reason_What is educational equality for all children? I really want to know if that end goal is achievable. This is the heart of all our disagreements and where we can come together. Answer these questions and lets start the discussion:
1. What should be done with academically gifted children?
2. What should be done about special needs students?
3. What about Hispanic or other non-English speaking students?
4. What about low IQ students?
5. What about students with disciplinary problems?
6. If it was between busing and smaller class sizes, what would you chose?
7. If the school a ED child is bused to is failing to meet NCLB yearly progress goals, would you still be for busing that student to that school? Remember the NCLB Act only applies to Title I high poverty schools for funding and penalties for lack of progression. Money and protection from bad schools does not follow the child no matter how poor the family is, only the lunch money.
Let all end the racism talk and finger pointing and get down to the heart of the issue. And yes I am trying to make a point here...What exactly will make you and the so called black "community" happy... is that even achievable? (so-called because some of you think that all blacks think exactly the same, in lock-step, on this matter)
GEE...
Tue, 02/08/2011 - 13:07 — ClearThinkerGee, it must be nice to have a lot of time on your hands today. Tell me, have you posited these questions to the people who are elected to actually answer them. Unlike moi, they are supposed to make the time, and take the time to consider them, and give informed responses.
In the short time that I have, I will say the following - the road this school board is following is leading to disaster. The board majority hasn't clue, and when a tried and true educator gives them a clue, they vote "no" because it doesn't fit their political dogma.
Send your questions to Chairman Margiotta. I bet you even money he won't answer, and if he does, he won't be the author of the answers. All he knows is, "The people want choice, this is what they voted for."
Anything beyond that, Margiotta needs a blackboard with three-inch thick chalk!
These are not the BOE's questions to answer, Critical Thinker
Tue, 02/08/2011 - 20:07 — Voice_of_Reason_These are questions that must be answered by you and your community, not the school board. You and the rest keep making demands, what do you really want and at what cost. Then let the public see it and make their opinion from your answers. I personally think you are afraid to answer them. Because you know what others will think about them,
C'mon CT, pick at least a
Tue, 02/08/2011 - 15:09 — eddie2C'mon CT, pick at least a couple of those questions a tell us what you think.
OK, I'll ask you just one question. Calla Wright said "... [the diversity policy] was meant to lay a foundation of academic success for all students and to avoid the creation of high-poverty, racially identifiable schools."
Suppose a school, or a class within a school, is "racially identifiable" with all or mostly all high-poverty students, but the school or class delivers what the students need better than the racially balanced schools now available in Wake County, where half of such students are now failing. Is that a non-starter for you, because the school or class would be "racially identifiable," even though the students would have a better chance of succeeding?
SHOW ME...
Tue, 02/08/2011 - 18:34 — ClearThinkerHere's your answer...a high-poverty, racially identifiable school, by definition, is a failure because it does not have the same high quality teaching staff (they left when the school changed); doesn't have the same high quality administrative leadership (they too); doesn't have the same high quality parental support (whoops, there goes your top fundraising PTA); and doesn't get the same quality of resources by way of books, computers, etc.
The moment the school district has to contend with expensive high poverty schools, especially those that are black and Hispanic, the situation becomes political. All of a sudden, no one wants to pay the higher taxes required to provide the adequate resources, and attract the quality, dedicated staffs that these schools need. Indeed, everyone just tries to forget that these schools exists, plays "blame the victim," and finds creative and exciting new ways to say, "These kids don't want to learn, so they aren't worth the money."
That has been the scenario in literally EVERY urban school district in the nation EXCEPT Wake, until now. Quiet as it's kept, between 2000-2006, Wake had high poverty schools - defined as schools where the F&R population was over 50% - except that Wake didn't call them high poverty schools.
They were called "unhealthy" schools, but they were maintained with the best of everything - from leadership to teachers to resources - because then Supt. Bill McNeal and the board refused to allow those children to fall.
Unhealthy schools evolved BECAUSE Wake could not keep up with the tremendous growth, and was not getting the requisite funding from Gary Pendleton and the rest of the then Republican-led Wake County Commissioners to do so (look it up).
So, our past experience answers your question - the only reason why we had, and have, high poverty schools in the midst of the student diversity policy is because we couldn't build the schools fast enough to keep up with growth.
Our inability to keep up with growth, and preoccupation with doing so, is why Wake took its eye off of student achievement after 2005, and things began to fall apart. That fact has allowed the Margiottas and the Tedescos and Malones and the Pricketts to capitalize in the system with their false rhetoric of not doing anything to help failing ED children, when, in fact, as last year state figures proved, the changes Del Burns made just as this new board came in were bearing fruit, and student achievement was on the way back up.
So stay warm with your hypothetical. I prefer facts and real history. High poverty schools under a community-based, neighborhood schools model are a disaster, as you will soon find out!
That has been the scenario
Tue, 02/08/2011 - 21:33 — jeffrey1That has been the scenario in literally EVERY urban school district in the nation EXCEPT Wake, until now. Quiet as it's kept, between 2000-2006, Wake had high poverty schools - defined as schools where the F&R population was over 50% - except that Wake didn't call them high poverty schools.
They were called "unhealthy" schools, but they were maintained with the best of everything - from leadership to teachers to resources - because then Supt. Bill McNeal and the board refused to allow those children to fall.
So Wake has had high poverty schools in the past, but because they didn't call them high poverty schools, they were successful?
And what did the board and Bill McNeal do so as to refuse to allow those children to fail? Here's a hint, and it comes directly from McNeal:
Superintendent Bill NcNeal, The News and Observer, January 12, 2002, commenting on the success of low-income, high-needs Smith Elementary school:
Superintendent Bill McNeal notes that several Wake schools are beating the odds with high numbers of high-needs children, but he said he wonders how long they can keep up that strong performance. "Can you continue the same trend over the period of five to six years?" McNeal asked. "What does it take to sustain this?"
So it appears not even your beloved McNeal knew what was going on! Even if McNeal refused to allow those children to fail (and that's questionable when you look at the data), why would Tata allow them to fail?
ClearThinker??? More like Clear As Mud.
BOY, ...
Wed, 02/09/2011 - 01:36 — ClearThinkerBoy, you're easy to debate. You provide the enemy with plenty of ammo to blow you out of the water. I like you!
First of all, the sheer number of "unhealthy" schools was very few, and the massive growth hadn't really happened yet. McNeal was WARNING that the success the system was having with high-needs kids was based on having the adequate resources now (then). His challenge to his board and county commissioners was were they willing to continue to outlay the requisite funding needed beyond 2002, so that those schools did not turn into cesspools in years hence.
Like they will now under the clowns we have.
Gen. Tata is a rookie learning on the job. All he can do is order pizzas, and teach the kids how to march. He has no experience in this, and won't have it for a while.
McNeal got proven results for black kids. You may not like the standards at the time, but they were the achievement standards for the entire state, and Wake was always Number One in every category!
Period!
Boy, you're easy to debate.
Wed, 02/09/2011 - 15:33 — jeffrey1Boy, you're easy to debate. You provide the enemy with plenty of ammo to blow you out of the water. I like you!
For all that ammo that I provided you, why are you firing blanks?
The massive growth hadn't happened yet??? Are you kidding??? Here are the numbers for yearly increase in enrollment since 1993:
1993-94 3143
1994-95 3536
1995-96 4472
1996-97 4208
1997-98 4030
1998-99 2470
1999-00 2939
2000-01 2733
2001-02 3814
2002-03 2976
2003-04 4597
2004-05 5098
So McNeal admits he doesn't know why Smith has been so successful with a high concentration of ED kids, and you interprete that to mean that "the success the system was having with high-needs kids was based on having the adequate resources now (then)." Man, you're good! Creating thoughts out of thin air!
Sure McNeal got proven results from black kids, but those results were tainted with the low expectations of the EOG tests. But here's the thing -- Every other superintendent in NC got the exact same results! That's right, the percentage of black kids that moved from "below grade level" to "at or above grade level" was EXACTLY THE SAME in every other school district in NC! Period!
Seriously, it looks like your firing a Saturday Night Special. I suggest you pack a little more heat next time.
Low Standards
Wed, 02/09/2011 - 07:48 — Voice_of_Reason_One thing BGen Tata understands is standards. If the standard is set low you will get results that only look good on the surface. When you test those standards in the real world, those standards aren't worth the paper they are written on. Standards must be set realistic and high, and only then will you get the results you want. If I let my child get a C in math and say that is OK, he will make a C next time. If I say I will accept nothing but an A, he will work harder and do his best to get that A. Our military has high standards, that's why we have the best fighting force in the world.
Do you just want surface results to make you feel good or real results?
BGen Tata is not a rookie, he might be learning a new "game plan", but he's got a lot of the right experience. Experience Dr. Burns never dreamed of.
Thank you for this honest
Tue, 02/08/2011 - 21:25 — ksinclairThank you for this honest portrayal of the situation. Great job!
I am not sure about
Tue, 02/08/2011 - 21:29 — woodstockI am not sure about "honest," but it certainly was creative.
Reads like a Grimms Fairy
Tue, 02/08/2011 - 21:09 — woodstockReads like a Grimms Fairy Tale... and just as fictitious.
There you go with the magic PTA funds that differ
Tue, 02/08/2011 - 20:26 — Voice_of_Reason_Where do these funds help in education? [What exactly is being purchased that have direct impacts]
Do you have evidence that some schools are getting so much and others little? Where is the breakdown or are you just guessing?
And parential help in the classroom, where is the evidence there?
BTW- Title I NCLB defines high poverty <40%. And it includes everyone making up to 180% of the poverty level (and that is only reported income).
What you need to ask is why those schools get less in your opinion. Are you basing that on fact or guessing? So where does the Title I money go? How do these schools get less since the money is allocated from WCPSS not the BoE. If this is true, you should have got the NAACP to address that. That is a legitamate complaint. WCPSS should be ashamed...HEAR THAT DR. BURNS!
AND TEACHERS. Why doesn't Wake County provide the right teachers in those schools? WCPSS could force that through hiring practices. They should be ashamed for not doing it....HEAR THAT DR. BURNS!
AND what happens to those children when the suburban school that they are bused to is doing worse that the Title I (high poverty) school?
What evidence do you have that the busing policy worked? WCPSS has no evidence to back it up except to say the Title I schools are healthy. Why? Because they just dillluted the problem (i.e. sweep it under the rug)...HEAR THAT DR. BURNS!
...
Tue, 02/08/2011 - 20:04 — Sideburns"...the changes Del Burns made just as this new board came in were bearing fruit, and student achievement was on the way back up."
Which changes? And which numbers show student achievement on the upswing? Systemwide data or school level data? All subgroups or just certain ones?
Post Of The Month
Tue, 02/08/2011 - 19:46 — chaboardHands down.
Here's a good book: "A
Tue, 02/08/2011 - 18:46 — eddie2Here's a good book: "A Chance to Make History: What Works and What Doesn't in Providing an Excellent Education for All" -- by Wendy Kopp
The general idea is, ED kids need extra help to make up for lack of care and intellectual stimulation at home. That means that beginning with kindergarten they need more time at school, and less time at home, than kids from healthy two-parent homes. Programs to deliver what they need would necessarily be racially unbalanced, because the distribution of people who need this extra help is racially unbalanced.
ot-fyi
Mon, 02/07/2011 - 18:33 — AngelaWGreetings Wake PTA Council Forum Members,
Last Saturday, the Raising Achievement and Closing Gaps Committee and School/Community Helping Hands Mentoring Program presented a special summit that focused on empowering parents, students and community members.
The information and speakers were wonderful. Special appreciation to Teresa Cunningham-Brown, Maurice Moore, Jay Thomas, Derrick Byrd, Donna Hargens, Sheila Bennet and others who helped plan this event.
As a RACG committee member, I attended the event with my camcorder and compiled the highlights for you in two parts that includes videos of our key note speaker, Marvin Pittman.
Please share the articles below with your groups. Our committee hopes to have some of the notes available soon on the WCPSS Raising Achievement and Closing Gaps web site: www.wcpss.net/isd/racg
with much appreciation for all you do for the children and families of Wake County,
Wake Schools (NC) holds Achievement Summit (Part I)
On February 5, the Wake Public School System held a "Raising Achievement and Closing Gaps Summit" that focused on empowering parents, students, and community members. Chief Academic Officer Donna Hargens led the discussion by saying there is not a single magical answer to knowing how to close the achievement gap. There are many things that need to be addressed including consistency, high expectations for all children, collaboration/accountability and focused interventions.
Key note speaker, Marvin Pittman gave a review of the State Raising Achievement and Closing Gaps recommendations. Pittman said that time is of the essence to create a culture of high achievement for all children. Complete article with link to video available at this link: www.examiner.com/parenting-tweens-in-national/wake-schools-nc-holds-achievement-summit-part-i
Direct link to the video featuring Marvin Pittman summarizing five recommendations is at this link: www.youtube.com/watch?v=pmKnKh7X3ss
Empowering parents (Part II on Wake Schools Achievement Summit)
Empowering parents was the foundation of the Wake Schools (NC) Raising Achievement and Closing Gaps summit held on Feb. 5. Marvin Pittman, education consultant and key note speaker, recommended questions* parents should ask the schools.
Pittman expands on the second question, "On what grade level is my child being taught." Pittman concluded his discussion by drawing an analogy of educators standing on a river bank waving to children in the river who appear to be waving back. Pittman says, "The children are in the river drowning and we are on the banks waving. It's time to help the children in Wake County."Complete article available here: www.examiner.com/parenting-tweens-in-national/empowering-parents-part-ii-on-wake-schools-achievement-summit
Direct link to the you tube video featuring Marvin Pittman expanding on questions parents should ask the schools: www.youtube.com/watch?v=gBJQspOXCrQ
For more on the WCPSS Raising Achievement and Closing Gaps committee, visit www.wcpss.net/isd/racg
LOL Calla is still around
Mon, 02/07/2011 - 17:23 — wakepta123Calla is one of my favorite author's. Let break down her commentary:
"Wright also argues that "the diversity policy was never meant to be a panacea for the achievement gap between white students and students of color."
I have never seen her speak out on anything other than the diversity issue -or it's academic goals, how would she know what the goals were -there have been a myriad of reasons being given over time. And achievement has always been given as the most common.
"It was meant to lay a foundation of academic success for all students"
Ok a "foundation" implies the required base for academic success and this statement implies it is required for academic success - the statistics bear this out. Note how this almost directly contradicts the 1st quote about diversity "
not being a panacea".
"and to avoid the creation of high-poverty, racially identifiable schools," Wright writes.
Why is this so bad there are still historically black colleges that do not have the funding of say Duke or UNC Chapel Hill even, yet why are we not doing away with them? are they so bad? I think not. There are also a number of these elementary schools that do very well.
"The work of closing the achievement gap can take place only if everyone in the community turns his or her attention to addressing institutionalized racism and seeking equity for all students."
Insitutional racism? this statement seems to be from the 60's. Agian contradictory tot he 1st statement that diversity is not a panacea for the achievement gap. Where was the improvement in the achievement gap when the "diversity" policy was in effect?
sigh! I think she likes to see her name in print.